Building a Simulated Phone Conversation in Storyline
This is how I built a simulated phone conversation in Articulate Storyline as part of a branching scenario.
Instructional Design
Creating Branching Scenario Layouts
This is an example of the thought process for creating layouts for a branching scenario.
Make Learning Immediately Relevant with Scenarios
One way to engage learners is to make content immediately relevant. People naturally pay more attention to information they can use right away than information they “might need someday.”
Basic Instructional Design Process for Non-Instructional Designers
This is a basic outline of how to create a training program for people without a formal instructional design background.
8 Kinds of Training Where Scenario-Based Learning Works
Ruth Clark identifies 8 learning domains where scenario-based learning can be used effectively. These common topics for workplace training all involve more strategic decision-making rather than simply following a checklist of tasks.
Scenario-Based Learning Experiences Podcast Interview
Listen to my interview about scenario-based learning experiences on The Lounge podcast with Jacqueline Hutchinson.
Transitioning from Teaching to Instructional Design
Last week I gave a webinar through UCI on transitioning from teaching to instructional design.
Combining Branching Scenarios with Other Approaches
When you think of branching scenarios, do you think of self-paced elearning, maybe of an entire course with nothing but a complex branching scenario? While a lengthy branching scenario can be effective on its own, that isn’t the only way to use this approach. Combining branching scenarios with other training approaches lets you use branching scenarios for the activities where they matter most, while using other methods where they are effective.
When To Use Branching Scenarios
When should you use a branching scenario rather than other learning strategies? There are no
Should We Create Courses or Just Performance Support?
Should we create courses? Some argue that while people do need to learn, they can do it all on the job with performance support and coaching. I argue that formal training sometimes is the best, most efficient choice.